Loyola Educational Technology Internship Proposal

Victoria Chanda
Guilford Elementary School
2017-2018

Background

Guilford Elementary School is located in Columbia, MD. The school first opened in 1954
and serves students from grades Pre-K to 5. Currently 451 students attend Guilford Elementary
School. More than 49% of the students are qualified for free and reduced lunch. More than 95%
of students come from low-income families, classifying Guilford Elementary as a Title I school.
Staff members attend weekly professional learning meetings facilitated by Reading/Math
resource staff. The sessions allow the staff to implement the latest research-based strategies into
the classroom. Staff members recognize the importance of guiding students and serving as
facilitators in the classroom. They allow students time to collaborate with peers to come up with
solutions to open-ended questions. Students at Guilford Elementary School are expected to take
responsibility for their learning, take ownership of their words and actions, have a positive attitude,
and be actively engaged in each lesson.

Vision

Guilford Elementary School staff will successfully implement 1-1 computers in the
classroom to engage students and foster a community of collaboration through the use of online
tools. A technology committee made up of a variety of stakeholders will encourage the use of
computers in the classroom by providing support to staff and students. Students will become
responsible digital citizens and teachers will serve as facilitators in the 21st century classroom.

Proposal

My initial idea was to provide monthly professional development about a mandated

county-wide tool known as Canvas. After thinking about it for a while, I began to feel as though it
wouldn’t be meaningful and would only apply to the 3-5 grade classrooms. With this in mind I
wanted to do something that would immediately impact the students and staff at Guilford
Elementary School.
My coworkers are constantly complaining about having 1-1 computer access but not know
how to use the device in the classroom. They also have mentioned how there is never enough time
to create lessons with the apps and tools that are shown. Working closely with Kathy Schrock, I
have come up with a way to present information to teachers as well as provide them with time to
not only test out the apps and online tools being introduced but also plan lessons where they would
incorporate the tools.
Each month a specific topic will be addressed. A shared folder through google drive will
be created so teachers can access documents presented during the PD’s as well as share their own
resources that they found helpful. My goal would be to present an overview of the different online
resources for about five minutes and then split up into small groups. The stakeholders that are on
the technology committee will help me run small groups on the different tools that people found
interesting. We will provide time for participants to try out the technology, ask questions, and plan
a lesson or activity to implement in their classroom. I will keep a monthly journal where I will
write reflections about the internship process. I will also track how/when I am individually
assisting staff members.

August 24th, 2017-September 30th, 2017 Send a survey out to teachers

Form a technology committee with a variety of
stakeholders

October 3rd, 2017 (Tuesday) Assign roles in technology committee

Set up Google Folder to host documents and
resources

October 26th, 2017 (Thursday) PD on Posting/Assigning in Canvas

Showcase Google Folder

November 7th, 2017 (Tuesday) Prepare for 3-4 tools on providing student
choice

November 14th, 2017 (Tuesday) PD on Student Choice

December 12th, 2017 (Tuesday) Showcase I-Pevo Wand

January 11th, 2018 (Thursday) Find 3-4 tools to encourage students to

collaborate with one another

January 30th, 2018 (Tuesday) PD on student collaboration using technology

February 6th, 2018 (Tuesday) Create blank resources that teachers could use
in their classroom

February 22nd, 2018 (Thursday) 7 p.m. Synchronous online session: Show blank
resources that teachers can access in google
folder

March 8th, 2018 (Thursday) Find 3-4 tools to assess students online

March 27th, 2018 (Tuesday) PD on online assessment tools

April 19th, 2018 (Thursday) Find/Create 3-4 tools/resources to track data

May 1st, 2018 (Tuesday) PD on online tracking

May 25th, 2018 (Friday) Have staff fill out follow up survey
 Use results to plan for the upcoming school
year

Meetings will be held in the media center. Snacks and drinks will be provided for all who
attend. At the end of every session I will have teachers fill out a survey so that the technology
committee and I can reflect on what went well and what our next steps should be for professional
developments.
Online Component: Flipped Staffroom. Video tutorials will be shared the night before the PD.
Staff will be expected to watch the short clip and be prepared to plan a lesson using the tool the
following day.

Objectives:

1) Teachers will plan and create meaningful lessons that incorporate the use of 1-1 computers.
2) Through a series of professional developments and follow ups, teachers will become
comfortable with the different technology tools and will use the tools in their lessons.
3) Students will become responsible digital citizens and teachers will serve as facilitators in
the 21st century classroom.

Perceived Attributes

Rogers Diffusion of Innovation Theory lists five characteristics of an innovation perceived

by an individual that will help determine whether an innovation is likely to be adopted or not.
Relative advantage focuses on the degree to which an innovation is perceived as better than the
one it replaces. Compatibility is the degree to which an innovation is viewed as necessary and
consistent with what is happening in the classroom. Teachers want to know that the new innovation
is meaningful and will meet their needs as adopters. All teachers at my school would view the 1-1
computers as compatible. Staff members are encouraged to incorporate technology and
collaboration daily in the classroom and using computers is a great way to do just that.
Complexity is the degree to which an innovation is viewed as difficult to grasp and use.
Technology savvy coworkers at Guilford Elementary find the computers easy to manipulate and
incorporate into daily lessons. Teachers who are hesitant with technology and unsure how to use
it would find it extremely difficult due to lack of time and background knowledge about online
tools.
Trialability focuses on whether the innovation can be experimented with or not. The
innovation is more likely to be adopted when there is time to practice and try the new technology.
The whole idea behind the professional development sessions is to provide teachers time to plan a
lesson where students would be using the computer. The teachers would be able to ask questions
during the session about the online tool being showcased. Teachers would feel comfortable being
able to work at their own pace and ask questions along the way.
Observability is the degree to which results of an innovation are clear to other members. If
one is able to see the results and success, they are more likely to adopt the innovation. Teachers
who are more experienced with the use of computers can show the different ways they incorporate
it into their daily routine. Staff would love to see the examples of communication and collaboration
between students on assignments. Seeing the benefits from experienced teachers will push staff
who are hesitant about the technology into a position where they would want to try the innovation
in their own classroom.
All five characteristics are present in the proposed innovation. Observability, trialability
and compatibility are at a stronger advantage for the innovation being adopted quickly. Complexity
and Relative Advantage are going to need to be more of a focus when working with Guilford
Elementary School staff. Once the staff members are able to recognize the benefits of using
computers in the classroom, the innovation will successfully be adopted.

Ely’s Eight Conditions

Ely identified eight conditions that should exist when implementing a new change in a
school. Guilford Elementary school has fulfilled the condition dissatisfaction with the status quo.
Staff members recognize that there needs to be change and that we should all be on the same page
when it comes to the change. As a Title I school, we have also fulfilled availability of resources.
We have the computers which is the biggest component to making the innovation successful.
The other conditions have not been fulfilled. The conditions that need the most attention
are sufficient knowledge and skills, participation, and commitment. There is agreement that
computers should be used more in the elementary school classroom. Many staff members want to
learn the new technology but feel as though they don’t have the background knowledge, skills, and
time to do so.

Apple Classrooms of Tomorrow (ACOT)

There are five different stages that teachers go through when using technology: entry,
adoption, adaptation, appropriation, and invention/innovation. It is crucial to identify what stage
teachers are at in order to meet their needs as learners and make them feel confident and
comfortable implementing the new technology in the classroom.
Guilford Elementary School as a whole is at the adoption stage. They are open to using the
new technology but need more guidance on how to successfully incorporate it into their classroom.
Teachers in the primary grades (preK-2) are at the entry level stage. They don’t see a purpose
for it and can’t recognize how it would be beneficial in their classroom. Teachers in 3rd
and 4th grade recognize how great the tool could be, but need more assistance. Teachers in
5th grade are at the adaptation stage, using it daily in the classroom to prepare their students for
middle school. There are no teachers at the innovation stage when it comes to Canvas. Identifying
stakeholders and forming a technology committee is the first step to addressing the needs of the
staff members and students so we are able to push them from one level to the next.
My end goal is to have all teachers at the appropriation stage. I want teachers to not only
understand the tools available to them, but to also feel confident in implementing the online tools
with their class. I want them to recognize that the computers can be used in a meaningful way
where students are accomplishing amazing tasks.